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Refletindo sobre a prática pedagógica e investigando sobre o contributo do ensino exploratório no desenvolvimento de competências de comunicação matemática
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O presente relatório de Prática de Ensino Supervisionada, elaborado no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, encontra-se organizado em duas partes: a Dimensão Reflexiva e a Dimensão Investigativa.
A Dimensão Reflexiva, integra um conjunto de reflexões sobre os diversos contextos da Prática Pedagógica, nas valências de Creche, Jardim de Infância e em 1.º Ciclo do Ensino Básico. Estas reflexões apresentam uma análise crítica e fundamentada sobre as experiências vividas, evidenciando a forma como encaro a prática educativa, revelando o processo de construção da minha identidade profissional.
A Dimensão Investigativa diz respeito à investigação desenvolvida numa escola pública em contexto de 1.º Ciclo do Ensino Básico. Esta, teve como ponto de partida a questão “Qual o contributo do ensino exploratório no desenvolvimento da comunicação matemática nos alunos de uma turma de 3.º e 4.ºano de escolaridade?”, procurando compreender o contributo do ensino exploratório no desenvolvimento da comunicação matemática. Trata-se de um estudo de carácter qualitativo, seguindo um paradigma interpretativo. Esta investigação foi desenvolvida junto de uma turma de 3.º e 4.º ano do ensino básico. A recolha de dados incidiu sobre cinco tarefas de matemática realizadas em aula, tendo sido efetuados registos em áudio dos diferentes momentos das tarefas. Os resultados obtidos evidenciam que a implementação de tarefas exploratórias contribui para o desenvolvimento de uma capacidade tranversal essencial, a comunicação matemática, uma vez que criou oportunidades para os alunos explicarem, discutirem e justificarem os seus raciocínios durante a resolução e discussão das tarefas, reforçando simultaneamente a compreensão dos conteúdos trabalhados.
This supervised teaching practice report, prepared within the scope of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education, is organized into two parts: the Reflective Dimension and the Investigative Dimension. The Reflective Dimension includes a set of reflections on the various contexts of Pedagogical Practice, in the areas of Nursery, Kindergarten and in the 1st Cycle of Basic Education. These reflections present a critical and well-founded analysis of the experiences lived, highlighting how I approach educational practice and revealing the process of building my professional identity. The Investigative Dimension concerns the research developed in a public school in the context of the 1st Cycle of Basic Education. This study, posed as its starting point the question "What is the contribution of exploratory teaching to the development of mathematical communication in students of a 3rd and 4th grade class?", sought to understand the contribution of exploratory teaching to the development of mathematical communication. This is a qualitative study, following an interpretative paradigm. This research was developed with a 3rd and 4th grade class in basic education. Data collection focused on five mathematical tasks performed in class, with audio recordings made of the different moments of the tasks. The results obtained show that the implementation of exploratory tasks contributes to the development of the essential transversal skill: mathematical communication, since it created opportunities for students to explain, discuss and justify their reasoning during the resolution and discussion of the tasks, simultaneously reinforcing the understanding of the content worked on.
This supervised teaching practice report, prepared within the scope of the Master's Degree in Preschool Education and Teaching of the 1st Cycle of Basic Education, is organized into two parts: the Reflective Dimension and the Investigative Dimension. The Reflective Dimension includes a set of reflections on the various contexts of Pedagogical Practice, in the areas of Nursery, Kindergarten and in the 1st Cycle of Basic Education. These reflections present a critical and well-founded analysis of the experiences lived, highlighting how I approach educational practice and revealing the process of building my professional identity. The Investigative Dimension concerns the research developed in a public school in the context of the 1st Cycle of Basic Education. This study, posed as its starting point the question "What is the contribution of exploratory teaching to the development of mathematical communication in students of a 3rd and 4th grade class?", sought to understand the contribution of exploratory teaching to the development of mathematical communication. This is a qualitative study, following an interpretative paradigm. This research was developed with a 3rd and 4th grade class in basic education. Data collection focused on five mathematical tasks performed in class, with audio recordings made of the different moments of the tasks. The results obtained show that the implementation of exploratory tasks contributes to the development of the essential transversal skill: mathematical communication, since it created opportunities for students to explain, discuss and justify their reasoning during the resolution and discussion of the tasks, simultaneously reinforcing the understanding of the content worked on.
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Aprendizagem ativa comunicação matemática e ensino exploratório Active learning mathematical communication exploratory teaching